Transfer of Training: A Review and Directions for Future Research

Abstract

Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the "transfer problem." The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.

Reviewing Diversity Training: Where We Have Been and Where We Should Go

“…Training inputs include training context, training design, and trainee characteristics (Baldwin & Ford, 1988;Blume, 2010). Although the context of training, such as academic versus organizational settings, has been recognized in the literature on diversity training (Kulik & Roberson, 2008a), we extend this work to also consider, for example, the training approach (stand-alone vs. integrated with other organizational practices), and training attendance (mandatory vs. voluntary).…”

“…We thus extended this literature by including these important characteristics. In our review of the diversity training literature, we also built on the more general training literature and, in line with Baldwin and Ford (1988) and more recently Blume (2010), organized the studies by diversity training inputs and shortand long-term outputs. Training outputs include trainee reactions and affective or attitudinal, cognitive, and behavioral learning outcomes (Kraiger, Ford, & Salas, 1993).…”

“…We first examined the characteristics of the research (e.g., samples, theories), and then organized the research into broad categories (e.g., training context; see Tables 1 & 2) consistent with prior research on training (Baldwin & Ford, 1988;Blume, 2010). We adopted the technique of narrative analysis, beginning by reading the text and analyzing it by identifying emergent themes within each category (e.g., educational vs. workplace settings within training context).…”

“…However, as Kulik and Roberson (2008a) pointed out, no research has focused on understanding the implications of different design characteristics of diversity training. In response, and following Holladay, Knight, Paige, and Quinones' (2003) call for more systematic work to better understand the unique value of different elements of diversity training within a broader view, we examine the main constructs that appear in the studies on diversity training (e.g., training context, design elements, participant characteristics, outcomes of diversity training) and organize them according to the training framework of Blume and colleagues (2010) and Baldwin and Ford (1988).…”

Fatores Que Afetam a Transferência Da Aprendizagem Para O Local De Trabalho

“…A transferência da aprendizagem diz respeito ao grau em que os treinandos aplicam de maneira efetiva e contínua (Broad & Newstrom, 1992;Grohmann & Kauffeld, 2013), no seu contexto de trabalho, os conhecimentos, competências, comportamentos ou atitudes que aprenderam durante o treinamento (Baldwin & Ford, 1988;Yusof, 2012). Trata-se de um conceito complexo, multidimensional e que requer uma análise multiníveis.…”